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The Roles of Metacognitive Beliefs in Developing Critical Thinking Skills (Eleştirel Düşünme Becerilerinin Gelişiminde Üstbilişsel İnançların Rolü).....Doi: 10.14686/BUEFAD.201428187

Year 2014, Volume: 3 Issue: 2, 317 - 333, 28.10.2014

Abstract

This study was conducted to examine the influence of metacognitive beliefs on critical thinking skills. It was also aimed at examining what types of metacognitive beliefs might affect increasing a student’s critical thinking skills. It is hypothesized that critical thinking occurs when individuals use their metacognitive beliefs and, thereby, there is a connection between critical thinking and metacognitive beliefs. The sample of the study included 663 students, attending 3rd and 4th grades of Education Faculties of three universities in Turkey. The data were collected through Metacognitions Questionnaire and The California Critical Thinking Disposition Inventory scales. The results of the study indicated that there was a significant relationship which was lower than intermediate level between all of the sub-dimensions of metacognitive beliefs and students’ critical thinking scores. To some extent, the results supported that prospective teachers did not obtain critical thinking skills at the desired level. 

 

Bu çalışma üstbilişsel inançların eleştirel düşünme becerileri üzerindeki etkisini incelemek amacıyla yapılmıştır. Ayrıca hangi üstbilişsel inançların öğrencilerin eleştirel düşünme becerilerini artırmada etkili olduğunu incelemeyi de amaçlayan bu çalışmada, eleştirel düşünme becerileri ve üstbilişsel inançlar arasında bir bağlantı olduğu ve ayrıca cinsiyet açısından da hem eleştirel düşünme becerileri hem de üstbilişsel inançlar arasında bağlantı olduğu deneceleri üzerinde durulmuştur. Çalışmanın örneklemi, Cumhuriyet Üniversitesi, İnönü Üniversitesi ve Fırat Üniversitesi Eğitim Fakültelerinin 3. ve 4. sınıflarında öğrenim gören 663 öğrenciden oluşturmuştur. Veriler Üstbiliş-30 ve California Eleştirel Düşünme Ölçeklerinin aynı anda kullanılmasıyla toplanmıştır. Öğretmen adaylarının üstbilişsel inançlarının tüm alt boyutları ve eleştirel düşünme puanları arasında orta düzeyden daha da düşük seviyede anlamlı farklılık ortaya çıktığı görülmüştür. Elde edilen sonuçlar öğretmen adaylarının istenilen seviyede eleştirel düşünme becerilerine sahip olmadığını; ancak kendi bilişsel becerilerinin ve düşünme süreçlerinin farkında olduklarını ve dolayısıyla da eleştirel düşünme eğilimlerinin olduğunu desteklemektedir.  

 

References

  • Autocorrelation. (2011). In Wikipedia. Accessed April 2014, at URL:http://en.wikipedia.org/wiki/Autocorrelation
  • Bailin, S., Case, R., Coombes, J., & Daniels, L.B. (1999). Common Misconceptions of Critical Thinking. Journal of Curriculum Studies, 31(1), 268-284.
  • Cartwright-Hatton, S. & Wells, A. (1997) Beliefs about Worry and Intrusions: The Metacognitions Questionnaire and its Correlates. Journal of Anxiety Disorders, 11(3), 279–296.
  • Chisholm, J. M. (1999). The Effects of Metacognition, Critical Thinking, Gender and Gender Role Identification on Academic Achievement in the Middle Years. A master degree thesis, School of Psychology, Mount Saint Vincent University, Halifax, Nova Scotia, Canada. Available from ProQuest Dissertations and Thesis database. (Publication No. AAT MQ56801).
  • Coutinho, S., Wiemer- Hastings, K., Skowronski, J., & Britt, M. A. (2005). Metacognition, Need for Cognition and Use of Explanations During Ongoing Learning and Problem Solving. Learning and Individual Differences, 15, 321-337.
  • Facione, P. A. (1990). Critical thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations. Millbrae, CA: The California Academic Press. ERIC Doc. No. ED 315 423.
  • Facione, P., Giancarlo, C., Facione, N., & Gainen, J. (1995). The Disposition toward Critical Thinking. Journal of General Education, 44 (1), 1-25.
  • Facione, P. (2007). Critical Thinking: What It is and Why It Counts. In Insight Assessment.The California Academic Press, Millbrae, CA.
  • Field, A.P. (2009). Discovering Statistics Using SPSS: And Sex and Drugs an Rock ‘n’Roll. (3rd edition). London: Sage publication.
  • Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Psychological Inquiry. American Psychologist, 34, 906-911.
  • Garcia, T., & Pintrich, P. R. (1992). Critical Thinking and its Relationship to Motivation, Learning
  • Strategies and Classroom Experience. ERIC Document Reproduction Service No. ED351 643.
  • Halpern, D.F. (1993). Thought and Knowledge: An Introduction to Critical Thinking. Hillsdale, NJ: Erlbaum Associates Publishers.
  • Hanley, G. L. (1995). Teaching Critical Thinking: Focusing on Metacognitive Skills and Problem Solving. Teaching of Psychology. 22, 68-72.
  • Ingle, C. O. (2007). Predictors of Critical Thinking Ability Among College Students. Doctoral
  • dissertation, College of Education, University of Kentucky, the U.S.A. Available from ProQuest Dissertations and Thesis database. (Publication No. AAT 3263681).
  • Karasar, N. (2009). Bilimsel Araştırma Yöntemi (20th. ed). İstanbul: Nobel Yayınları.
  • Kökdemir, D. (2003). Decision Making and Problem Solving Under Uncertainty. Doctoral dissertation, Ankara University, Institute of Social Sciences, Ankara.
  • Kuhn, D. (1999). A developmental Model for Critical Thinking. Educational Researcher. 28(2),
  • -26.
  • Kuhn, D., & Dean, D. (2004). Metacognition: A Bridge Between Cognitive Psychology and Educational Practice. Theory into Practice, 43 (4), 268-273.
  • Livingston, J. A. (1997). Metacognition: An Overview. Retrieved on 29 May 2014, at URL: http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm
  • Lockwood, F. (2003). Metacognition and Critical Thinking for Effective Learning.
  • Accessed 29 March 2013, at URL: http://members.shaw.ca/donlockwood/critical.htm
  • Magno, C. (2010). The Role of Metacognitive Skills in Developing Critical Thinking. Metacognition and Learning 5:137–156 DOI 10.1007/s11409-010-9054-4
  • Owu- Ewie, C. (2008). Enhancing the Thinking Skills of Pre-Service Teachers: A Case Study of Komenda Teacher Training College. Doctoral dissertation, the Faculty of the College of Education of Ohio University. Available from ProQuest Dissertations and Thesis database. (Publication No. AAT 3321114).
  • Patton, M. C., & Kritsonis, W. A. (2007). Great Minds Think Differently: Sustaining a System of Thinking. Doctoral Forum National Journal for Publishing and Mentoring Doctoral Student Research, 4 (1), 1-15.
  • Paul, R., & Elder, L. (2008). Critical Thinking: Strategies for Improving Student Learning. Part II. Journal of Developmental Education, 32 (2), 34-35.
  • Pintrich, P. R. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice, 41(4), 219-225. Accessed 29 May 2014, at URL: http://www.jstor.org/stable/1477406
  • Schoenfeld, A. H. (1992). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning. 334-370. New York: MacMillan.
  • Şen, Ü. (2009). An Evaluation about Turkish Teacher Candidates’ Critical Thinking Attitudes in terms of Different Variables. Zeitschrift für die Welt der Türken Journal of World of Turks.1(2), 69-89.
  • Tosun, A., & Irak, M. (2008). Adaptation, Validity and Reliability of the Metacognitions Questionnaire 30 in Turkish Culture; and its Relationships with Anxiety and Obsessive–Compulsive Symptoms. Turkish Journal of Psychiatry, 19 (1), 67-80.
  • Türnüklü, E.B., &Yeşildere, S. (2005). A Profile from Turkey: Critical Thinking Dispositions and Abilities of Pre Service Mathematics Teachers of 11-13 Year. Journal of Ankara University Faculty of Education38(2), 167–185.
  • Veenman, M.V. J. ; Van Hout-Wolters, B.H.A.M. & Afflerbach, P. (2006). Metacognition and Learning: Conceptual and Methodological Considerations Metacognition & Learning 1 (3),14.
  • Vezzosi, M. (2004). Critical Thinking and Reflective Practice: The Role of Information Literacy, Literature Review, MODULE BP 100, University of Northumbria-Newcastle.
  • Wang, Z. (2010). Mindful Learning: Children’s Developing Theory of Mind and their Understanding of the Concept of Learning. Doctoral dissertation, University of Pennsylvania. Available from ProQuest Dissertations and Thesis database. (Publication No. AAT 3431186).
  • Wells, A. (2000). Emotional Disorders and Metacognition: Innovative Cognitive Therapy. New York, NY: John Wiley & Sons Ltd.
  • Wells, A., & Cartwright-Hatton, S. (2004). A Short Form of the Metacognitions Questionnaire: Properties of the MCQ- 30. Behaviour Research and Therapy, 42, 385- 396.
  • Wenzlaff, E. M., & Wegner, D. M. (2000). Thought Suppression. Annual Review of Psychology, 51, 59–91.
  • Yılmaz, A. E. (2007). Examination of Metacognitive Factors in Relation to Anxiety and Depressive Symptoms: A Cross-Cultural Study. Doctoral dissertation. The Graduate School of Social Sciences of Middle East Technical University, Turkey.

Eleştirel Düşünme Becerilerinin Gelişiminde Üstbilişsel İnançların Rolü

Year 2014, Volume: 3 Issue: 2, 317 - 333, 28.10.2014

Abstract

Bu çalışma üstbilişsel inançların eleştirel düşünme becerileri üzerindeki etkisini incelemek
amacıyla yapılmıştır. Ayrıca hangi üstbilişsel inançların öğrencilerin eleştirel düşünme becerilerini
artırmada etkili olduğunu incelemeyi de amaçlayan bu çalışmada, eleştirel düşünme becerileri ve
üstbilişsel inançlar arasında bir bağlantı olduğu ve ayrıca cinsiyet açısından da hem eleştirel düşünme
becerileri hem de üstbilişsel inançlar arasında bağlantı olduğu denenceleri üzerinde durulmuştur.
Çalışma grubu, Türkiye’nin üç farklı ilinde yer alan üç farklı üniversitenin Eğitim Fakültelerinin 3. ve 4.
sınıflarında öğrenim gören 663 öğrenciden oluşmuştur. Veriler Üstbiliş-30 ve California Eleştirel
Düşünme Ölçeklerinin aynı anda kullanılmasıyla toplanmıştır. Öğretmen adaylarının üstbilişsel
inançlarının tüm alt boyutları ve eleştirel düşünme puanları arasında orta düzeyden daha da düşük
seviyede anlamlı farklılık ortaya çıktığı görülmüştür. Elde edilen sonuçlar öğretmen adaylarının istenilen
seviyede eleştirel düşünme becerilerine sahip olmadığını; ancak kendi bilişsel becerilerinin ve düşünme
süreçlerinin farkında olduklarını ve dolayısıyla da eleştirel düşünme eğilimlerinin olduğunu
desteklemektedir.

References

  • Autocorrelation. (2011). In Wikipedia. Accessed April 2014, at URL:http://en.wikipedia.org/wiki/Autocorrelation
  • Bailin, S., Case, R., Coombes, J., & Daniels, L.B. (1999). Common Misconceptions of Critical Thinking. Journal of Curriculum Studies, 31(1), 268-284.
  • Cartwright-Hatton, S. & Wells, A. (1997) Beliefs about Worry and Intrusions: The Metacognitions Questionnaire and its Correlates. Journal of Anxiety Disorders, 11(3), 279–296.
  • Chisholm, J. M. (1999). The Effects of Metacognition, Critical Thinking, Gender and Gender Role Identification on Academic Achievement in the Middle Years. A master degree thesis, School of Psychology, Mount Saint Vincent University, Halifax, Nova Scotia, Canada. Available from ProQuest Dissertations and Thesis database. (Publication No. AAT MQ56801).
  • Coutinho, S., Wiemer- Hastings, K., Skowronski, J., & Britt, M. A. (2005). Metacognition, Need for Cognition and Use of Explanations During Ongoing Learning and Problem Solving. Learning and Individual Differences, 15, 321-337.
  • Facione, P. A. (1990). Critical thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations. Millbrae, CA: The California Academic Press. ERIC Doc. No. ED 315 423.
  • Facione, P., Giancarlo, C., Facione, N., & Gainen, J. (1995). The Disposition toward Critical Thinking. Journal of General Education, 44 (1), 1-25.
  • Facione, P. (2007). Critical Thinking: What It is and Why It Counts. In Insight Assessment.The California Academic Press, Millbrae, CA.
  • Field, A.P. (2009). Discovering Statistics Using SPSS: And Sex and Drugs an Rock ‘n’Roll. (3rd edition). London: Sage publication.
  • Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Psychological Inquiry. American Psychologist, 34, 906-911.
  • Garcia, T., & Pintrich, P. R. (1992). Critical Thinking and its Relationship to Motivation, Learning
  • Strategies and Classroom Experience. ERIC Document Reproduction Service No. ED351 643.
  • Halpern, D.F. (1993). Thought and Knowledge: An Introduction to Critical Thinking. Hillsdale, NJ: Erlbaum Associates Publishers.
  • Hanley, G. L. (1995). Teaching Critical Thinking: Focusing on Metacognitive Skills and Problem Solving. Teaching of Psychology. 22, 68-72.
  • Ingle, C. O. (2007). Predictors of Critical Thinking Ability Among College Students. Doctoral
  • dissertation, College of Education, University of Kentucky, the U.S.A. Available from ProQuest Dissertations and Thesis database. (Publication No. AAT 3263681).
  • Karasar, N. (2009). Bilimsel Araştırma Yöntemi (20th. ed). İstanbul: Nobel Yayınları.
  • Kökdemir, D. (2003). Decision Making and Problem Solving Under Uncertainty. Doctoral dissertation, Ankara University, Institute of Social Sciences, Ankara.
  • Kuhn, D. (1999). A developmental Model for Critical Thinking. Educational Researcher. 28(2),
  • -26.
  • Kuhn, D., & Dean, D. (2004). Metacognition: A Bridge Between Cognitive Psychology and Educational Practice. Theory into Practice, 43 (4), 268-273.
  • Livingston, J. A. (1997). Metacognition: An Overview. Retrieved on 29 May 2014, at URL: http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm
  • Lockwood, F. (2003). Metacognition and Critical Thinking for Effective Learning.
  • Accessed 29 March 2013, at URL: http://members.shaw.ca/donlockwood/critical.htm
  • Magno, C. (2010). The Role of Metacognitive Skills in Developing Critical Thinking. Metacognition and Learning 5:137–156 DOI 10.1007/s11409-010-9054-4
  • Owu- Ewie, C. (2008). Enhancing the Thinking Skills of Pre-Service Teachers: A Case Study of Komenda Teacher Training College. Doctoral dissertation, the Faculty of the College of Education of Ohio University. Available from ProQuest Dissertations and Thesis database. (Publication No. AAT 3321114).
  • Patton, M. C., & Kritsonis, W. A. (2007). Great Minds Think Differently: Sustaining a System of Thinking. Doctoral Forum National Journal for Publishing and Mentoring Doctoral Student Research, 4 (1), 1-15.
  • Paul, R., & Elder, L. (2008). Critical Thinking: Strategies for Improving Student Learning. Part II. Journal of Developmental Education, 32 (2), 34-35.
  • Pintrich, P. R. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice, 41(4), 219-225. Accessed 29 May 2014, at URL: http://www.jstor.org/stable/1477406
  • Schoenfeld, A. H. (1992). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning. 334-370. New York: MacMillan.
  • Şen, Ü. (2009). An Evaluation about Turkish Teacher Candidates’ Critical Thinking Attitudes in terms of Different Variables. Zeitschrift für die Welt der Türken Journal of World of Turks.1(2), 69-89.
  • Tosun, A., & Irak, M. (2008). Adaptation, Validity and Reliability of the Metacognitions Questionnaire 30 in Turkish Culture; and its Relationships with Anxiety and Obsessive–Compulsive Symptoms. Turkish Journal of Psychiatry, 19 (1), 67-80.
  • Türnüklü, E.B., &Yeşildere, S. (2005). A Profile from Turkey: Critical Thinking Dispositions and Abilities of Pre Service Mathematics Teachers of 11-13 Year. Journal of Ankara University Faculty of Education38(2), 167–185.
  • Veenman, M.V. J. ; Van Hout-Wolters, B.H.A.M. & Afflerbach, P. (2006). Metacognition and Learning: Conceptual and Methodological Considerations Metacognition & Learning 1 (3),14.
  • Vezzosi, M. (2004). Critical Thinking and Reflective Practice: The Role of Information Literacy, Literature Review, MODULE BP 100, University of Northumbria-Newcastle.
  • Wang, Z. (2010). Mindful Learning: Children’s Developing Theory of Mind and their Understanding of the Concept of Learning. Doctoral dissertation, University of Pennsylvania. Available from ProQuest Dissertations and Thesis database. (Publication No. AAT 3431186).
  • Wells, A. (2000). Emotional Disorders and Metacognition: Innovative Cognitive Therapy. New York, NY: John Wiley & Sons Ltd.
  • Wells, A., & Cartwright-Hatton, S. (2004). A Short Form of the Metacognitions Questionnaire: Properties of the MCQ- 30. Behaviour Research and Therapy, 42, 385- 396.
  • Wenzlaff, E. M., & Wegner, D. M. (2000). Thought Suppression. Annual Review of Psychology, 51, 59–91.
  • Yılmaz, A. E. (2007). Examination of Metacognitive Factors in Relation to Anxiety and Depressive Symptoms: A Cross-Cultural Study. Doctoral dissertation. The Graduate School of Social Sciences of Middle East Technical University, Turkey.
There are 40 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Çetin Semerci

Şenel Elaldı

Publication Date October 28, 2014
Published in Issue Year 2014 Volume: 3 Issue: 2

Cite

APA Semerci, Ç., & Elaldı, Ş. (2014). The Roles of Metacognitive Beliefs in Developing Critical Thinking Skills (Eleştirel Düşünme Becerilerinin Gelişiminde Üstbilişsel İnançların Rolü).....Doi: 10.14686/BUEFAD.201428187. Bartın University Journal of Faculty of Education, 3(2), 317-333.

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